This document discusses evaluation in nursing education. It defines evaluation as determining the extent to which educational objectives are being realized. Self-evaluation and peer evaluation are described as important types of evaluation. Self-evaluation involves assessing one's own abilities and progress, while peer evaluation involves colleagues assessing each other's performance. The purposes, principles, characteristics, tools, steps, advantages and disadvantages of self-evaluation and peer evaluation are outlined. Evaluation in nursing education aims to assess students' knowledge, clinical skills, identify weaknesses, and improve teaching effectiveness.

1. EVALUATION
Peer & Self
JUHIN J
1ST YEAR MSC NURSING

2. - Mark Twain
Continuous improvement is
better than delayed perfection.

3. Objectives:
At the end of this session, you’ll get clear understanding about;
• What is meant by evaluation.
• List down the purpose of evaluation
• Enumerate the principles of evaluation
• Enlist the characteristics of evaluation
• Classify the types of evaluation
• What is meant by self evaluation
• List down the purposes of self evaluation
• Enlist the tools of self evaluation
• Explain the steps of self evaluation
• Enumerate the advantages of self evaluation
• Enumerate the disadvantages of self evaluation
• What is meant by peer evaluation
• Enumerate the guiding principles of peer evaluation
• What are the methods used in peer evaluation
• Explain the process of peer evaluation
• Enumerate the advantages of peer evaluation
• Enumerate the disadvantages of peer evaluation
• List down the criteria for good peer evaluation
• Enlist the purpose of evaluation in Nursing education

4. INTRODUCTION
The term evaluation is derived from the
word ‘valoir’ which means ‘to be worth’. Evaluation is
the process of judging the value or worth of an
individual achievements or characteristics. Evaluation
is a decision making process that leads to suggestions
for actions to improve participants’ effectiveness and
program efficiency.

5. Evaluation is the process of determining to what extend
the educational objectives are being realized.
Ralph Tyler
Evaluation is a process of making judgements to be used
as a basis for planning . It consists of establishing goals, collecting
evidence, concerning growth towards goals, making judgements
about the evidence and revising procedures and goals in the light
of judgements. It is for improving the product, the process and even
the goals in themselves.
Wiles
DEFINITION

6. PURPOSE OF EVALUATION
• To improve your quality of learning
• Helps to think for yourself and learn from your work
• To help the person to become more autonomous, responsible and
involved in your learning
• To appraise the status of and changes in the person’s behaviour.
• To make provision for guiding the growth of the individual person.
• To diagnose the individual person’s educational weakness and strength.
• To assess the progress from time to time and discloses the person’s need
and possibilities.
• To predict the student’s future academic success.
• To provide basis for modification of curriculum and courses.

7. PURPOSE OF EVALUATION
• To locate areas where remedial measures are needed.
• To provide basis for the introduction of experiences to meet the needs of
individuals and group of students.
• Motivate students towards better attainment and growth.
• Test the efficiency of teachers.
• Appraise the teachers and supervisors competence.
• Improve instructions, measurements and measuring devices.
• Bring out the inherent capabilities of a student, such as attitudes, habits,
appreciation and understanding, manipulative skills in addition to
conventional acquisition of knowledge.
• Serves as method of self improvement, improving school learning
relations and as a guiding principles for the selection of supervisory
techniques.

8. PRINCIPLES OF EVALUATION
• Determining and clarifying what is to be evaluated
always has priority in the evaluation process.
• Evaluation techniques should be selected according to
the purposes to be served.
• Comprehensive evaluation requires a variety of
evaluation techniques.
• Proper use of evaluation techniques requires an
awareness of both their limitations and strengths.
• Evaluation is a means to an end, not an end itself.

9. CHARACTERISTICS OF EVALUATION
• Evaluation is a continuous process.
• It includes academic and non academic subjects.
• It is a procedure for improving the product, discovering the needs of
an individual and designing learning experience
• Evaluation is purpose oriented.

10. TYPES OF EVALUATION
Peer
Evaluation
Self
Evaluation
01 02
Teacher
Evaluation
03

11. SELF
EVALUATION

12. DEFINITION
Self evaluation is an evaluation of
one's own abilities and failings
- Reverse dictionary
Self evaluation is defined as looking at
progress, development and learning to determine
what has improved and what areas still need
improvement. Usually involves comparing a "before“
situation with a current situation.
- Riley guide

13. PURPOSE
• To encourage continuing self evaluation and
reflection and to promote an ongoing, innovative
approach.
• To encourage individual professional growth in areas
of interest to the employee
• To improve morale and motivation by treating the
employee as a professional in charge of his or her
own professional growth.
• To encourage collegiality and discussion about
practices among peers in an organization
• To support employees as they experiment with
approaches that will move them to higher levels of
performance

14. TOOLS
• Observation
• Checklist

15. STEPS - SELF EVALUATION
• Give yourself enough time to write one
• Be honest
• Talk about your accomplishments
• Keep the focus on yourself
• Mention about the instances where you faced
difficulties
• Give supporting evidence
• Link in your evaluation
• Analyze your goals
• Know how to handle your shortcomings
• Set goals and accomplish that

16. DO’S & DON’TS
DO’S DON’TS
• Document everything – success
& challenges
• Be open, honest and critical
• Offer solutions
• Incorporate feedback you’ve
received from others
• Get a second opinion
• Don’t be unprepared
• Don’t play the blame game
• Don’t just make a list

17. ADVANTAGES
• It helps teacher also to write evaluating various
aspects of the performance indicating their
strength and weakness.
• It helps the teacher to get an opportunity to think,
reflect and write down the lack points.
• It helps the students to get a better idea of the
goals that they are trying to reach.
• Students can take responsibility for their own
learning.
• They get a chance to predict their main targets for
the coming year and think about their career
advancement.

18. DISADVANTAGES
• Reluctant to fill the self appraisal forms
• The self assessments are not always accurate.
• There is a general tendency for weak teachers to
over assess their capabilities.
• Students may have doubts regarding the progress
• Students need to have a very high degree of
consciousness.
• Self-assessment can be very time consuming.

19. PEER
EVALUATION

20. DEFINITION
Peer evaluation is a process by which
one's colleagues assess his quality and
accuracy.
Peer review is a process by which
employees of the same rank, profession, and setting
evaluate one another’s job performance against
accepted standards.
- O‟ Loughlin and Kaulbach

21. GUIDING PRINCIPLES
• There must be acceptance of teacher evaluation
within the college as an integral part of educational
process.
• In the process of evaluation, teacher development
will occur only if a constructive approach is followed.
• Collaboration and mutual respect between teacher
and evaluator are essential.
• General agreement among concerned parties about
the college mission and job assignments must
precede implementation of a plan of teacher
evaluation.
• Teacher self- appraisal must become a significant
part of the process.

22. METHODS
• Direct observation
• Two stage assignments
• Moodle workshop
• Interview panel (viva style)
• Poster presentations
• OSCE style practice
• Record presentations for feedback
• Group work

23. METHODS
• Direct observation
It is the most frequent method used. The peer-
observer may be only passively present, or may be actively engaged
in the class while still serving the observation process. Selecting a peer
observer can be difficult.
• Two-stage Assignments:
It provides feedback on draft assignments
• Moodle Workshop
It is a good way to facilitate peer feedback activities.
It allows for anonymity or random allocation of pairs.

24. METHODS
• Interview panel (viva style):
Select 3-4 students to grade and give feedback on
one person’s presentation and these ‘panels’ are rotated. Everyone
gets an opportunity to give and receive feedback.
• Poster presentations:
Students walk around and ask questions to each
other about their posters. This allows for small audiences, is authentic,
and can be a nice scaffold for more anxious students.
• OSCE style practice
It can be practised in small break-out groups in
seminars

25. METHODS
• Record presentations for feedback:
If students are happy to do so, presentations (and clinical
skills practice) can be recorded, put online and students can watch and grade
them in their own time (See Using video for self assessment). This reduces
pressure to make decisions and judgments are more likely to be objective.
Students who are crippled by performing in front of an audience might
prefer this method of assessment. Consider the quality of sound and video
recordings however.
• Group work:
Evaluating peers’ contributions to group work in order to
counter social loafing

26. PROCESS OF PEER EVALUATION
• Establish a policy requiring peer reviews
• Establish criteria for peer evaluations
• Procedure for conducting peer evaluations
• Faculty chosen to conduct peer evaluations shall be
tenured and hold on academic rank higher than that
of the faculty member being evaluated.
• A written report, addressing the criteria, shall be
prepared and signed by the evaluator.
• The department shall archive the written evaluations
for use in future evaluations
• One copy of the peer evaluation shall be placed in the
permanent personnel file of the person being
evaluated
• All reports of peer evaluations shall be included in the
tenure file, and are to be carefully reviewed at the
department

27. ADVANTAGES
• Improves team work
• Encourage group members involvement and
responsibilities
• Encourage peers to reflects on their role and
contribution to the process of group work.
• Focuses on the development of judgement skills
• Provides more relevant feed back to the students
as it is generated by their peers.
• Give opportunities for the hidden leaders to be
selected

28. DISADVANTAGES
• Threats to friendship bias
• Time consuming
• Artificially inflated.
• Peers feels ill equipped to undertake the
assessment.
• Reluctance to make judgement regarding their
peers

29. CRITERIA FOR GOOD PEER EVALUATION
• Positive approach
• Bottom up growth
• Voluntary participation
• In depth study
• Professional cooperation
• Respect
• Faculty involvement
• Institutional support
• Utilization of multiple sources and methods

30. PURPOSE OF EVALUATION IN
NURSING EDUCATION
• To determine the level of knowledge and understanding
of students
• To determine the level of student’s clinical performance
• To become aware of the specific difficulties of individual
students or of an entire class, as a basis for further
teaching
• To diagnose each student’s strengths and weakness
and to suggest remedial measures which may be
needed
• To encourage student’s learning by measuring their
achievements and informing them of their success

31. PURPOSE OF EVALUATION IN
NURSING EDUCATION
• To help students to become increasingly self directing in
their study
• To help students to acquire that attitude of and skills in
self evaluation
• To provide the additional motivation of examination
that provide opportunity to practice critical thinking, the
application of principles, the making of judgments etc.
• To estimate the effectiveness of teaching and learning
techniques, of subject content and of instructional
media in attaining the goals of the programme
• To gather information needed for administrative
Purpose

32. ANY DOUBTS

33. ASSIGNMENT
• Try to do a self evaluation of yourself.
• Try to evaluate any of your colleagues.

34. SUMMARY

35. REFERENCE
Book:
R. Sudha.(2013). Nursing Education Principles and
concepts. P. 306-308
Journals:
Nurse Education Today, 2018, Vol -71, Pages. 266-
275.
International Scholarly Research Notices, 2013,
930901.
Procedia - Social and Behavioral Sciences, Volume 47,
2012, Pages 1847-1852.
Websites:
http://as.exeter.ac.uk
www.slideshare.net
www.grammarly.com

36. THANK YOU